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In my work on self-regulated learning (SRL), I have developed a pedagogical model that sets out eight steps teachers can use to help learners gradually assume greater responsibility for their own learning. My aim has been to translate what we know from theory and research into a framework that makes sense in everyday classroom practice.

I begin with the importance of encouraging learners to self-motivate. Without the ability to generate their own drive, students are unlikely to persist when challenges arise. As teachers, we can help by offering meaningful choices, linking tasks to learners' personal goals, and creating opportunities for early success. The second step involves guiding learners to diagnose their own needs. This is not limited to subject knowledge but also includes learning strategies, time management, and affective factors.

Once learners have identified their needs, the next step is to support them in setting goals and planning. I have found that students benefit greatly from explicit modelling here: how to articulate realistic goals, break them down into achievable steps, and align resources and strategies to those goals. The following stages move into task regulation, where learners select strategies, monitor their effectiveness, and make adjustments as necessary. My role as a teacher at this stage is to scaffold decision-making while encouraging learners to take increasing ownership.

The cycle concludes with self-assessment. I encourage learners to evaluate their progress against their own goals, reflect on what has worked well, and identify areas for continued growth. This final step not only consolidates their learning but also prepares them to transfer these skills to future contexts.

This eight-step model is intended as a pedagogical roadmap. It gives teachers concrete ways to embed SRL into their practice, while ensuring that responsibility is progressively shifted from teacher guidance to learner autonomy.

You can read more about it in the position paper below that can be downloaded for free here

Reinders, H. (2023). The key to self-regulated learning: A systematic approach to maximising its potential. Oxford University Press.